本課程將透過導論外加五個單元來幫助同學奠定理解《源氏物語》所需要的基本知識與概念。導論以及女性文學的單元會概觀日本的物語文學與女性文學的特質，世界觀的單元則提供理解《源氏物語》所呈現日本平安時代的社會狀況，進而聚焦於平安時代的戀愛與結婚來探討社會問題，並透過分析作中男女角色的人物描寫來深入理解這些社會議題，最後加上文化呈現的單元來看平安時代的文化特色。This course will help students establish the basic knowledge and concepts needed to understand "The Tale of Genji" through an introduction and five units. The introduction and women's literature units will provide an overview of Japanese monogatari literature and the characteristics of women's literature. The world view unit will provide an understanding of the social conditions of Japan's Heian period presented in "The Tale of Genji", and then focus on love and marriage in the Heian period to explore social issues. , and by analyzing the character descriptions of male and female characters in the work to deeply understand these social issues, and finally add a cultural presentation unit to look at the cultural characteristics of the Heian period.
通識課程不同於專業課程，實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧；同時通識課程所提供的知識，不是專業課程的淺薄化，而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養：求真素養、篤信素養、力行素養與宏通素養，以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神，在通識課程老師的引導下，逐漸培養其通識教育基本素養，並期待能終身學習。各種基本素養並訂有具體的學習成效指標，以做教學與學習成效之自我檢證的具體指標，分述如下：求真素養（自然領域）：1.學習自然科學的方法或哲學以探索物理與生命世界的微妙，2.發揮就事論事的精神，3.能參與科學議題相關的公共事務。篤信素養（人文領域）：1.學習人文精神以探索內在自我與領會人類文明的深層價值，2.發展自律精神，3.能運用理性進行道德推理。力行素養（社會領域）：1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力，2.承認與尊重多元差，3.實踐民主審議的精神。宏通素養（跨領域）：1.追求人類的整體價值，2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選，不必拘泥。
General courses are different from professional courses. They actually focus on guiding students to actively care for, explore and practice the ultimate value and wisdom of mankind. At the same time, the knowledge provided by general courses is not the superficiality of professional courses, but basic knowledge with a solid sense. . Based on the school’s founding tradition, school motto and school philosophy, the school has formulated four basic qualities for general education: truth-seeking quality, belief quality, practical quality and general quality, in order to concretely implement the school’s ideals of general education. We hope that our students can develop their independent learning spirit and gradually develop their basic literacy in general education under the guidance of general education teachers, and look forward to lifelong learning. Each basic literacy has specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described below: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore physics and the subtleties of the living world, 2. Use the spirit of discussing matters as they are, 3. Be able to participate in public affairs related to scientific issues. Belief literacy (humanities field): 1. Learn the humanistic spirit to explore the inner self and understand the deep value of human civilization, 2. Develop self-discipline, 3. Be able to use rationality for moral reasoning. Practical literacy (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Recognize and respect diversity, 3. Practice the spirit of democratic deliberation. Hongtong literacy (cross-field): 1. Pursue the overall value of human beings, 2. Integrate qualities such as truth-seeking, faith, and practice into personal life. Courses in various fields can choose from different learning outcome indicators, so there is no need to be rigid.
《源氏物語》中文翻譯本目前在台灣比較普遍的是林文月翻譯版，如果能夠一併參考中國豐子愷翻譯版就更好。看得懂日語的同學，可以考慮日本小學館出版的《源氏物語》或是日本知名作家的現代日語翻譯版也可。其他的部份會在第一堂課介紹。
The Chinese version of "The Tale of Genji" is currently translated by Lin Wenyue and is more common in Taiwan. It would be better if the Chinese translation by Feng Zikai could also be referred to. Students who can read Japanese may consider "The Tale of Genji" published by Nippon Shogakukan or a modern Japanese translation by a well-known Japanese writer. The other parts will be introduced in the first class.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席出席 Attend |
30 | |
| 期中報告期中報告 interim report |
25 | |
| 期末報告期末報告 Final report |
25 | |
| 上課參與度／平時表現上課參與度／平時表現 Class participation/usual performance |
20 |
